Literacies in childhood: changing views, changing practice By: Laurie Makin, Criss Jones Diaz, Claire McLachlin
Chapter 5 - Multiliteracies: towards the future
By: Susan Hill
This particular chapter highlights many of the same concepts and strategies mentioned in the New London Group's project. This chapter expands upon the idea of making children (students) into meaning-makers, functional users, critical analyzers, and transformers. In order to accomplish this, teachers and educators must be able to implement the six multiliterate designs: Linguistic, Spatial, Visual, Audio, Gestural, and Multimodal. Many of the figures and charts used within the chapter are similar to the figures from the original article, and they reflect the same concepts, i.e.: Multimodal Designs "require a semiotic theory of meaning-making" and they encompass all other modes of design, be they print or otherwise. There are also several examples of what this pedagogy might look like in a classroom, particularly with implementing technology and media into a classroom of younger elementary students.
Literacies in childhood: changing views, changing practice
By: Laurie Makin, Criss Jones Diaz, Claire McLachlin
Chapter 5 - Multiliteracies: towards the future
By: Susan Hill
This particular chapter highlights many of the same concepts and strategies mentioned in the New London Group's project. This chapter expands upon the idea of making children (students) into meaning-makers, functional users, critical analyzers, and transformers. In order to accomplish this, teachers and educators must be able to implement the six multiliterate designs: Linguistic, Spatial, Visual, Audio, Gestural, and Multimodal. Many of the figures and charts used within the chapter are similar to the figures from the original article, and they reflect the same concepts, i.e.: Multimodal Designs "require a semiotic theory of meaning-making" and they encompass all other modes of design, be they print or otherwise. There are also several examples of what this pedagogy might look like in a classroom, particularly with implementing technology and media into a classroom of younger elementary students.